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Demetre J, Tolley M, de Almeida ACF, Laberge Y, Davies G, Akhurst J, Dietrich H, Brennan T, Robertson A, Dunn DS, Neusar A. Book Reviews: Being Human: Psychological and Philosophical Perspectives, Environmental Psychology: An Introduction, How to Study Psychology, Ideology, Psychology, and Law, Professional Ethics: Education for a Humane Society, Psychology in Education, 2nd edn, Psychological Testing and Assessment: An Introduction to Tests and Measurement, 8th edn, Qualitative Interpretation and Analysis in Psychology, Simply Psychology, 3rd edn, Social Cognition: From Brains to Culture, 2nd edn, Teaching Psychology Online: Tips and Strategies for Success. Psychology Learning & Teaching 2013. [DOI: 10.2304/plat.2013.12.3.297] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- James Demetre
- Department of Psychology and Counselling, University of Greenwich, United Kingdom
| | - Martin Tolley
- Psychology Division, University of Northampton, United Kingdom
| | | | | | - Gareth Davies
- Faculty of Arts, Humanities and Business, University of the Highlands and Islands, United Kingdom
| | - Jacqui Akhurst
- Faculty of Health and Life Sciences, York St John University, United Kingdom
| | - Heike Dietrich
- Department of Psychology, Heidelberg University, Germany
| | - Toni Brennan
- Department of Psychosocial Studies, University of East London & Department of Psychology, Goldsmiths College, London, United Kingdom
| | - Ailie Robertson
- School of Social Sciences, University of the West of Scotland, United Kingdom
| | - Dana S. Dunn
- Department of Psychology, Moravian College, Bethlehem, USA
| | - Aleš Neusar
- Department of Psychology, Philosophical Faculty, Palacký University, Olomouc, Czech Republic
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Demetre J. Handbook of developmental psychology. Edited by J. Valsiner and K. Connolly, Sage, London, 2003. pp. xxvii +682, ISBN 0-7619-6231-X. Inf Child Develop 2008. [DOI: 10.1002/icd.358] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Abstract
The performance of developmentally dyslexic children and adults was studied upon a range of tasks that involved executive functioning. Both adult and child samples of dyslexics were found to under-perform on the group-embedded figures test. This test required the identification of constituent parts from within complex visual arrays, with good performance necessitating the inhibition of the processing of the surrounding context. A general deficit on visual-spatial tasks was eliminated as an explanation as dyslexics performed normally upon a range of other non-verbal assessments. The dyslexics consistently demonstrated a deficit in digit span tasks, a decrement that was increased with distractors, again suggesting difficulties in inhibiting the processing of the surrounding context. A deficit was also identified upon a verbal fluency task without a deficit in vocabulary level. Additionally, a specific deficit in the recollection of the temporal order of the presentation of items was in evidence, without a deficit in the recognition of the items themselves. The findings taken as a whole suggest that dyslexic individuals show deficiencies in executive functions relating to inhibition of distractors and to sequencing of events, a set of tasks associated with left prefrontal cortex functioning in the acquired neuropsychology literature.
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Affiliation(s)
- Mark Brosnan
- Department of Psychology, School of Social Sciences and Law, University of Greenwich, London SE9 2UG, UK.
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